essay writing university of melbourne

• Faculty of Education
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• Academic Skills module

FoE Academic Skills Resources

This module will provide you with a curated set of support resources to build on your study and communication skills. The sections can be used in any order and are independent of each other. Click on the topic titles below left to access content.

1. Critical Literacy

Part of the expectation at the FoE is to be able to critically engage with literature and to represent this critical engagement and interpretation in both written and spoken contexts.

This page provides resources that examine the idea of critical literacy and provide you with practical, useful language to be used in your work to show your critical engagement.

Watch: Cohesive, critical and interpretive writing

This video examines what critical and interpretive writing is.

Other academic critical language resources

These resources provide excellent examples of critical/interpretive language:

• University of Manchester Academic Phrasebank - an excellent language resource for cohesive and critical language
• Cohesive and interpretive language - a short PDF listing interpretive language examples you can use in your writing and speaking.

2. The academic writing process

At the FoE you're asked to write in a range of genres - the task types vary considerably.

The keys to successful academic writing lie in an understanding of expectations, awareness of features of academic style, engagement with critical literacy, ability to write to task (relevance) and engagement with academic literature in both content (ideas) and following conventions of use (how the ideas are presented).

A great approach to producing written work is to develop a process.

To help you become the best academic writer you can be, this page contains resources on:

• analysing the task
• essay writing
• structure & key elements of academic paragraphs
• APA referencing

Watch: Task analysis

This short video looks at how to break down a task - always the starting point for any assignment.

Watch: Writing academic essays - what to do

This video looks at the basic structure of the academic essay, what to include and some key points to remember as you write.

Watch: Structure and key elements of academic paragraphs

This video focuses in on the academic paragraph - the building block of the essay.

APA 7 resources

APA is the referencing style used at MGSE - get to know it:

• APA 7 web resource
• Video outlining APA referencing style
• Unimelb Library Recite Guide
• Referencing Essentials web resource

3. Writing tasks

Sometimes you're asked to frame your writing in a particular way or to carry out a particular task. This page looks at 3 of those focused writing areas:

• Research questions
• Literature review
• Writing reflectively

This page also provides you with two critical sources of information for your research:

• Unimelb library databases
• Google Scholar

Watch: Developing a research question

Developing and writing to a clear research question is a key part of the research process. This video unpacks research questions.

Watch: Writing the literature review

A literature review may be a section of a larger assignment or a complete task in and of itself - either way, it is a very important and common aspect of academic writing.

Watch: Reflective writing

Writing reflectively is often required of you at the FoE - the key expectation is that you move beyond the descriptive into the reflective/interpretive space. Learn more about reflective writing in this video.

Conducting research

To conduct your research most efficiently you must be in the right places.

Go to the Library Guides - choose your study area, choose your subject, then find the Database tab; here you will find links to databases in your study/discipline area - these are great places to conduct research.

Using Google Scholar

Go to Google Scholar > Settings >Library links - type in the University of Melbourne Library into the search box on that page - choose the UniMelb Library to add to your links.

Any search you do in Google Scholar that results in a 'Find it at Melbourne' link means you can access that resource at the UniMelb Library

4. Presentation skills

Being a teacher requires you to communicate effectively and confidently in a range of contexts: the classroom, meetings with colleagues and parents, presentations, conferences, training and PD days etc.

So, it's a great idea to work on these skills now, at university, where you'll get a number of opportunities to practise presenting to audiences.

To help you become the most effective presenter you can be, this page contains resources on:

• preparation, organisation and language used in presenting
• effective use of voice and body language
• use of visuals
• purposeful practice and feedback
• managing presentation stress
• presenting online

Watch: Preparation, organsiation, language and questions

This video looks at getting ready, organising, some language examples and dealing with questions.

Watch: Delivery - Body language and voice

Body language and voice are key presentation tools. Learn more about them here.

Watch: Delivery - Visuals

A key part of a successful presentation is the visual aspect - how it looks.

Watch: Purposeful practice and the power of feedback

The best method for improvement lies in getting specific feedback then practising.

Other speaking and presenting resources

• Managing stress in oral presentations
• Presenting online

5. Time and task management skills

The FoE expects you to be able to manage your time; after all, good teachers simply must be good time and task managers!

So, it's very worthwhile developing this skill at university in order to put it into practice as a professional.

To help you become the most effective time and task manager you can be, this page contains resources on:

• time and task management strategies at weekly and semester levels
• tips for managing time
• links to semester planners you can use today
• tips on how to use a semester planner

Watch: Time and task management tips

This video looks at planning your time on weekly and semester levels, setting quantifiable targets and scheduling study sessions.

Read: 10 tips for managing your time

This webpage resource provides 10 practical tips on managing time in areas such as prioritising, managing procrastination, and using tools to manage your time.

Activity: Using a semester planner

Part of good planning mentioned in the video is to have a semester planner.

Using a semester planner gives you an overview of  everything you need to do in the entire study period . This helps you to plan out your semester and is a great visual reminder of what you need to do and when.

NOTE :  printed poster-size semester planners are available at any UoM Library or at Stop 1.

Download a writable PDF and learn more about the semester planner

6. Language and communication skills

It's in your interest as a teacher to have the best command over your language that you can.

To help you improve your language skills, this page contains resources on:

• working on your language daily
• developing and expanding your vocab
• working on pronunciation

Explore: 10-Minute English

10ME is an Academic Skills program that examines how you can work on your language in just 10 minutes a day!

Read: 10 ways to improve your English

This PDF presents 10 easy ways to work on your English  every day !

Explore: Other language development resources and programs

Expanding your vocabulary : This quick read takes you through some strategies for working on education-related vocabulary.

Language development : These resources will help you practise clear pronunciation of English and develop your communication skills.

English for Success : This is a language development program made up of 4 modules offered in Canvas LMS, where a language teacher takes you through ways of working on your English communication skills.

Diagnostic English Language Assessment : If you want to look further into the various supports available to you at UoM, you can undertake the DELA.

Academic Skills services

Individual appointments : If you are looking for 1-1 assistance with your uni work make an appointment with an Academic Skills Adviser.

Workshops : Check upcoming AS workshops you might be interested in attending

More about Academic Skills

Learn about academic skills, attend a workshop, get one-to-one advice, explore our website resources.

Contact Academic Skills at  [email protected]

Research Essentials

• Get started
• Plan to succeed
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• Evaluate and choose what to use
• Resources for writing
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• Need more help?

Get help with your writing from Academic Skills

These resources will help you with the writing process.

• I ncorporating sources
• Writing a great essay
• Writing reports
• See all resources on writing effectively

Top tips for writing

• Get one on one writing advice (from week 4 of semester)
• Finish your assessments well - learn more about editing your writing
• Get your referencing right - understand the essentials

Understand referencing

• Citing is the formal way of acknowledging information sources within the body of your essay, report or paper and points your reader to the specific part of the original source you're referring to. It is sometimes called a 'pinpoint reference'.
• References are included at the end of your essay, report or paper that includes all the sources you've cited (referred to, quoted or actively used) in your work.
• A bibliography is a list of sources at the end of your essay, report or paper that includes all the sources you read and relied on during your research , not just the ones you've cited in your writing.

The referencing style set by your Subject Coordinator will tell you if you need to include a reference list or a bibliography .

Learn how to reference with Re:cite

Re:cite can help you with all the major referencing styles used at the University of Melbourne. It also contains links and instructions for tools and software that can help you manage your references as you collect sources and write.

Submitting your assignment

If it's your first time submitting an assignment on Canvas, there's a few steps you need to work through. Make sure you're aware of what's required before the submission deadline. Depending on your Subject Coordinator's choices, your assignment may be checked to see how similar it is to other assignments and published work using a tool called 'Turnitin.

Visit the guide to submitting an assignment online

Learn more about Turnitin and Similarity Reports.

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Graduate Research Hub

• Preparing my thesis

Incorporating your published work in your thesis

A streamlined procedure has been approved for obtaining co-author authorisation.  You now only need to provide a Declaration for publication incorporated in a thesis form for the inclusion of in progress or published material in the thesis, that is completed by your Principal Supervisor and the Coordinating Author.

Accepted statuses for publications

• Unpublished material not submitted for publication
• Submitted for publication to [publication name] on [date]
• In revision following peer review by [publication name]
• Accepted for publication by [publication name] on [date]
• Published by [publication name] on [date]

You may include in progress or published material written during your enrolment upon approval from your advisory committee, as part of your thesis, by having either:

• “included publications", in which your publications are included as components that are distinct from the rest of the thesis, in the format described below; or
• “included material” that is drawn from your publications and combined with text that is otherwise written specifically for the thesis.

In this page we refer to both these kinds of inclusion of published work as “incorporated publications”; the first format, where the publications are included as distinct components, is also known as “thesis with publications”.

The  Graduate Research Training Policy (section 4.65) outlines what can be included in the thesis. Your thesis must include a literature review that clearly details the research questions and a general discussion that integrates the work and places the publications into the context of the research question.

You may have to supplement the incorporated publications with additional methods sections as they are often abbreviated in published articles. You are also encouraged to include any data and discussion that was omitted from the article as an addendum in the thesis. Where a publication is included as a distinct component, you are also encouraged to include a critical reflection on the work, which could, for example, acknowledge or address limitations or impacts of the work that have appeared since publication.

When submitting your thesis, you will be required to confirm that:

(a) the work in the incorporated publications is your own, and (b) that any co-authors give permission for the article to be included in the thesis.

To do this, you must complete the  Declaration for publication incorporated in a thesis form.  You will need to submit a completed form for each in progress or published work included in your thesis.

Your principal supervisor must sign the Declaration form for each publication.  Where there is more than one author of a publication, at least one co-author by agreement amongst the authors, should be nominated as the coordinating author (also known as corresponding author), as defined in the University’s Authorship Policy . The coordinating author is responsible for communication between the publishers and managing communication between the co-authors. The coordinating author must maintain records of any authorship agreement.  The coordinating author must also sign the Declaration form.

You must upload all completed Declaration forms as a single combined file to the Thesis Examination System when submitting your thesis for examination.  The signed forms should not be included in the thesis itself. Plan well ahead to obtain the required signatures to avoid delays to your examination.

Don’t forget to include your ORCID when submitting your work to publishers, conference organisers, etc.  This will help you to distinguish your research activities and outputs, and make sure you get credit for your work throughout your career.

The Preface

As detailed in the  Preparation of Graduate Research Theses rules , your preface should outline:

• the publication status of any incorporated publications
• your contribution to any incorporated publications
• any work carried out in collaboration with others
• editorial assistance received
• parts of the work completed outside of your candidature.

There is no prescribed format for a preface; you may wish to include a written description or a table outlining the tasks performed by others and the proportion of the contribution as a percentage.

Usually this means you will have written the initial draft and you performed any subsequent editing in response to co-authors' and editors' reviews.

As specified in the Graduate Research Training Policy , your principal supervisor and coordinating author must declare that:

(a) you are the primary author of the included material, and

(b) you contributed more than 50% of the work towards the publication.

No. You need to have contributed more than 50 per cent for it to be included. You could, however, include this paper as an appendix.

Yes. It is understood that portions of the thesis that have been published or accepted for publication will have been through an editorial process. Such editorial changes should be explicitly acknowledged.

Refer to the Authorship page for information about the requirements and responsible practice.

Format of the thesis

When including complete publications, you should use the author accepted manuscripts of articles that have been accepted or published. This is the final draft as accepted by the publishers, including any changes based on referees’ suggestions before it has undergone copy-editing, typesetting and proofing. If you are certain you will not breach your agreement with your publisher, you may include the published version in your thesis.

If you are using your author accepted manuscript, while some journals request that the version you send them includes any figures or tables at the end of the submitted document, when you reproduce the article in your thesis you should place them where they logically flow within the text. It is also recommended that you use similar formatting (e.g. line spacing, font type and size) as the rest of the thesis.

You can view suggested formats for arranging the chapters of a thesis that includes publications as distinct components here . See also example theses in the University of Melbourne repository.

In most cases it is preferred that you include a separate literature survey.  Even with the literature reviews included in your publications you may find you still need to add further supplementary material if the publications do not directly address all the research questions you are trying to answer in your thesis.  Your supervisors and advisory committee are best able to advise you whether the literature reviews included in your incorporated publications will meet disciplinary expectations and satisfy your examiners that you: - Have clearly detailed your research question/s and how they integrate with the current literature - Have demonstrated sufficient familiarity with, and understanding and critical appraisal of the relevant literature.

No. The policy allows the thesis to be submitted with publications, it is not a thesis by publication. You must include a literature review that clearly details the research question, and a concluding general discussion that integrates the work and places it into the context of the research questions. You should also introduce each publication that is included as a distinct component, explaining its role in the work, and, where appropriate, provide a critical reflection on its contribution.

Yes, but you must cite it correctly and indicate in the preface the source of the information (eg. that the text on page(s) xx is from [name of publication], or that chapter yy is adapted from [name of publication]. In each case you should give its publication status and your contribution to the publication). It will assist your examiners if, at the start of each chapter that includes work drawn from a publication, there is a footnote explaining where the work came from and how it has been used in the chapter. You may wish to include the entire publication as an appendix so that your examiners can see where the material came from.

• Theses which include publications in a “thesis with publications” style can typically be slightly shorter; for example the typical PhD length is 80,000 words, but a PhD including publications as distinct components has a typical length of 50,000-80,000 words).
• While the writing style may be more concise, there is no difference in the expected volume and requirements of work presented in theses with publications. The examination criteria remain the same whether or not publications are incorporated. Your examiners are asked to consider your thesis on its merits as an independent piece of research. Refer to the information available for examiners .
• Maximum limits apply to all theses.

If you are including the list of references as part of the publication they do not need to be repeated in the overall reference list/bibliography for the thesis.

Incorporated publications can be referenced via a footnote, but if references to them are included in the bibliography an examiner may be unsure as to whether the work was completed as part of the research.

No, but you may do so if you think that it will assist readers of your thesis.

It is up to you whether you update the publication style or not. Whatever you chose, you should acknowledge your choice in the Preface, stating the differences between the publication and thesis, due to the requirements of different publishers.

Yes. Revised and resubmitted theses are examined in their entirety and the inclusion of a new incorporated publication may strengthen your response to examiners.

In most cases you should include the latest version, up to the author accepted version and update the publication status in the preface. If your examiners request changes which conflict with the editorial or peer review advice you have since received from your publisher, you may choose to address this elsewhere in your thesis, or in your written response to the examiners’ reports.

Publication suitability

A work is suitable for inclusion if the research was conducted and the publication was in progress or published during your enrolment in your current degree. This includes:

You may need to supplement this with analysis of literature published between writing the article and submitting your thesis.

All methods need to be covered to a high degree of detail in your thesis.

• literature reviews where you are the primary author .
• systematic reviews of a research question as a results chapter.
• a protocol paper involving novel method development.
• material exploring key methodological issues .

No. Only work completed during your candidature can be included in the thesis. You can cite your earlier work just like you would any work that is relevant to your research. The work should be listed in the preface of your thesis.

Yes. You will need to clearly acknowledge in the preface that its status is ‘in progress’ or, that the paper has been published but not peer reviewed.

Completing the forms

Yes. You may wish to include the entire publication as an appendix so that your examiner can see where the information came from.

Yes. All sections of the form must be completed for any multi-authored material. The coordinating author is required to reassure that all co-authors have had an opportunity to agree to the inclusion of the material in the thesis and to the contribution declared on the form. The authorship agreement template is available here.

No. You can use the figure in your thesis without completing the form but you should acknowledge the origin of the figure in the preface and appropriately cite the publication in your thesis.

No. You should provide this evidence to your advisory committee when you are discussing the proposed format for your thesis. Your principal supervisor must sign the  Declaration for publication incorporated in a thesis form which confirms their agreement to the inclusion of any publication/s.  The coordinating author will need to sign the form for any multi-authored material.

You can use Adobe Acrobat's 'Combine Files' tool which will allow you to combine files of different file types into a PDF. Alternatively, you can open a PDF copy of a file and then use the 'Organise Pages' tool which will allow you to drag additional pages where you can then save it as a single file.

iThenticate report

You should run your whole thesis through iThenticate, including the chapters comprised wholly or partly of your published work.  You can then exclude the specific matching publication source/s that correspond to the publications you have included in your thesis in a “thesis with publications” style. This means that the thesis chapter or publication is reviewed against the other literature in the repository, but not matched to itself. You should only exclude matching sources that are articles which you have appropriately included.  You should outline and explain any filters and exclusions you applied in iThenticate in an accompanying declaration which you can also upload to TES.

You should not exclude publications from which you have included material (but not the complete publication), as the iThenticate report will then show where the material is present in the thesis, allowing your supervisors and Chair of Examiners to verify that it has been included appropriately.

Further information on the use of iThenticate can be found here: https://gateway.research.unimelb.edu.au/funding-contracts-and-ethics/ethics-and-integrity/research-integrity/ithenticate-text-matching-tool

The examination

The criteria for examination remain the same whether or not publications are incorporated. See the Graduate Research Training Policy for more information. You can also view the information for examiners here: https://gradresearch.unimelb.edu.au/staff#examiner-information .

If the publication status of your article changes between submission for examination and submission of your final thesis, it is appropriate to include the most recent version (up to the author-accepted version). You should also update the preface to reflect the new status. If you are submitting a list of corrections for approval and/or resubmitting for re-examination you should also note this in your index of changes.

Examples of theses with publications

The following are theses available openly or with University of Melbourne log-in through the University of Melbourne repository that include publications as distinct components in a “thesis with publications” style.

Al Zein, Eza (2019). Taskscape: Caring for Migrant Materials . http://hdl.handle.net/11343/235841

Arundel, Jonathan Paul (2015) The spatio-temporal distribution of honey bees and floral resources in Australia . http://hdl.handle.net/11343/59612

Bamford, Nicholas James (2016) Relationships between diet, obesity and insulin dysregulation in horses and ponies. http://hdl.handle.net/11343/148423

Bibb, Jennifer Louise (2016) Musical recovery: the role of group singing in regaining healthy relationships with music to promote mental health recovery. http://hdl.handle.net/11343/124271

Burfurd, Ingrid Ellen (2018) Beliefs and learning in the laboratory: essays in experimental economics . http://hdl.handle.net/11343/219180

Fan, Yi (2019) Quantification of mandibular morphological changes in 3D . http://hdl.handle.net/11343/225588

Kriesner, Peter (2017) Wolbachia fitness benefits and symbiont interactions in Drosophila . http://hdl.handle.net/11343/207959

Mody, Fallon (2019) Doctors down under: European medical migrants in Victoria (Australia), 1930-60 .   http://hdl.handle.net/11343/221550

Nencini, Sara (2018) Tackling bone pain at the source: identifying and exploring new therapeutic targets . http://hdl.handle.net/11343/216858

Pan, Xuan (2018) Graphene quantum dot based electronic devices . http://hdl.handle.net/11343/222013

Seibt, Susanne (2018) In-situ investigations of molecular self-assembly using microfluidics. http://hdl.handle.net/11343/214671

Smith, Merryn (2018) Non-structural carbohydrate storage and use in eucalypt trees of south-east Australia. http://hdl.handle.net/11343/221163

Uddin, Shihab (2019) Functional aspects of root and leaf development in dryland crop water use under elevated CO2 .   http://hdl.handle.net/11343/219849

Vahedi, Andisheh (2018) The work-family interface and child mental health: longitudinal associations via family functioning across childhood. http://hdl.handle.net/11343/217236

Al Zein, Eza (2019) Taskscape: Caring for Migrant Materials .  http://hdl.handle.net/11343/235841

Schlichthorst, Marisa (2020)   Engaging men in conversations about masculinity and suicide – An evaluation of the Man Up social media campaign .   http://hdl.handle.net/11343/265962

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History essay writing guide

History referencing policy.

The School of Historical and Philosophical Studies (SHAPS) recommends, and the History discipline requires, the use of Chicago style footnoting and referencing, which is summarised on the University Library's Chicago web page. The full Chicago style guide is available through the University Library Catalogue (you need to log in).

Please note: we require Australian (British rather than US) spelling and punctuation.

The difference is fully explained on The Punctuation Guide British versus American style web page. In brief - use single quotes (') for initial quotations, then double quotes (") for quotations within the initial quotation and put unquoted full stops and commas outside the quotation marks.

History word count and penalty policy

• Footnotes and bibliography are not included in the word count
• Footnotes are for essential references, not for extended commentary or discussion. You may on occasion add very brief contextualising comments, such as 'for an alternative explanation see x or y', or 'x holds an opposing view', but long discursive footnotes are not allowed. Footnotes judged to be overly discursive by the subject co-ordinator will be added to the word count (see below for penalties for over length essays)
• The word length of the essay must be stated at the conclusion of the essay

Penalties for over length  essays:

• 10 percent over the required length: no penalty
• More than 10 percent deviation over the required length: 1 mark deducted for every further 1% above

More information

• Very useful general advice on essay writing can be found in the Essay writing guide
• School policies on formatting and footnoting
• The essay guide also includes current information on School policies on lateness
• University policies on Academic Integrity

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University of Melbourne. n.d. Tertiary Essay Writing Guide.

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Danny Nugraha

This is a course book of writing that includes a process of writing and a number of criteria in making a logical and sensible piece of writing piece. This course book is also based on the need of polytechnic students who need to develop their writing skill. It is also based on the recent curriculum issued in the State Polytechnic of Bandung, Indonesia.

abdulhadi sakini

Khaled Albasayna

Curriculum & Instruction Dept., Faculty of Education, Assiut University

Dr Mahmoud M S Abdallah

PREFACE Writing is a very important skill that should be mastered properly by university students, especially pre-service language teachers (e.g. EFL student teachers). In order to present their ideas efficiently in the context of their academic study, they have to be trained well on how to write meaningful pieces (e.g. essays, academic reports, summaries, critical reviews, etc.). Moreover, writing is an important skill that prospective English language teachers need to develop during their pre-service education (training) programmes. Course information based on new regulations (college bylaws, recently modified in 2013): Level: 2nd, year- 1st Semester Course Title: Writing (2) Code: Curr213 Number of Units: -Lecture (Theoretical Study): 1 hour -Workshops (Practical Sessions): 2 hours -Total: 3 hours Major: BA in Arts and Education (English Section) This Writing II course to 2nd-year EFL student teachers complements - and builds on - the Writing I course studied in the previous year by fresh student teachers. It gradually takes student teachers further from the basic mechanical writing skills studied in Writing I at the sentence and paragraph writing levels, into the more advanced essay writing process. Thus, it aims mainly to foster EFL student teachers’ essay writing skills, and help them to identify different ways, strategies and/or techniques used for writing a standard English essay (e.g. a comprehensive five-paragraph essay). In this regard, it provides many examples, samples and illustrations of how to write different types of essays, and how to use various techniques to develop paragraphs, and thus explore, reinforce and develop the main topic. More specifically, by the end of the course, EFL student teachers are expected to be able to: 1. Identify an English essay and its main components; 2. Write an English essay accurately and adequately; 3. Identify a topic paragraph in an essay; 4. Write a topic paragraph (and topic sentences or thesis) in an essay; 5. Identify different genres and types of essays; 6. Write different types of essays (e.g. expository, academic, descriptive, and narrative); 7. Practice essay writing skills (e.g. pre-writing strategies such as brainstorming and free writing; summarizing and skimming skills; developing ideas in paragraphs; providing sufficient/supporting details; drafting/redrafting; reflection and revision; electronic writing skills, etc.); and 8. Identify different genres of essays online (e.g. fiction and literature; factual and realistic pieces; functional products; expository essays; reflective diaries; and academic essays) Intended Learning Outcomes (ILOs): 1.1 Knowledge & Understanding: 1.1.9 The student teacher recognizes the difference between the paragraph, the composition and the essay. 1.1.10 The student teacher recognizes the various modes and genres of writing, such as comparing and contrasting, cause and effect, argumentative and expository writing. 1.1.11 The student teacher recognizes how to revise and edit essays and check them for unity, order and coherence. 1.1.15 The student teacher recognizes the difference between translating the text and the context and the various stylistic devices used in social, political, medical and cultural contexts. 1.2 Intellectual Skills: 1.2.6 The student teacher produces various writing genres (explanatory, expository, descriptive and narrative) accurately and fluently. 1.2.7 The student teacher initiates and terminates paragraphs or essays accurately. 1.2.8 The student teacher uses the process and product approach to writing paragraphs and/or essays. 1.2.9 The student teacher achieves unity and coherence in his/her writing through various devices. 1.2.10 The student teacher determines the audience or the purpose of an intended writing piece. 1.2.11 The student teacher prepares writing in a format (e.g. oral presentation, manuscript, and multimedia) appropriate to audience and purpose. 1.2.12 The student teacher revises and/or edits paragraphs and/or essays. 1.3 Professional Skills: 1.3.1 The student teacher enjoys English as an international means of communication. 1.3.2 The student teacher feels that learning English facilitates travelling abroad and communicating with native speakers. 1.3.5 The student teacher thinks that studying English dispels self-consciousness. 1.3.6 The student teacher thinks that English is a worthwhile subject. 1.4 General Skills: 1.4.1 The student teacher responds to specific situations and current conditions when implementing instructions. 1.4.2 The student teacher responds to the ideas and opinions of other speakers thoughtfully before uttering. 1. Lecturing 2. Discussion 3. Collaborative learning 4. Blended learning 5. Online learning 3- Teaching and Learning Methods 1. Online tutorials 2. Private interviews 3. Self-paced learning 4- Teaching and Learning Methods for Low Learners 5- Evaluation: Both forms of evaluation (i.e. formative and summative) are employed with student teachers throughout the whole semester. Writing tasks in workshops; oral/written presentations; formative assessment in workshops; and discussion in lectures a) Tools -Provisional scores are assigned for each student teacher every week in each workshop based on certain tasks. -A final total score is assigned for each one by the end of the semester based on total performance in both lectures and workshops. -Some time is devoted to online interactions with tutors and among student teachers themselves outside the frame of the formal schedule (e.g. a Facebook group or an online Blog). b) Time Schedule • Semester work + Oral production: 20 marks • Final semester exam: 80 marks • Total: 100 marks c) Grading System

Nizigiyimana Edouard

joseph nghishihange

Curriculum & Instruction Dept., Faculty of Education, Assiut University, Egypt

Table of Contents 1 CHAPTER ONE 3 EXPOSITORY WRITING 3 1.1 Introduction 3 1.2 Main Characteristics and Features of Expository Writing 5 1.3 Why to Teach Expository Writing? 6 1.4 Guidelines for Writing Expository Essays 7 definition| example| compare and contrast| cause and effect | classification | process analysis 12 1.5 Examples of Expository Writing 14 1.6 Real Samples 19 Mosharafa 29 1.7 Reflections and Ideas for Workshops 36 CHAPTER TWO 38 ACADEMIC WRITING 38 2.1 Introduction 38 2.2 Academic Document Types 39 2.3 Features of Academic Writing 40 2.4 The Process of Academic Writing: Writing an Academic Essay 48 2.5 Real Samples 54 2.6 Reflections and Ideas for Workshops 66 CHAPTER THREE: FUNCTIONAL-PRAGMATIC WRITING 68 3.1 Introduction 68 3.2 Why and How Do We Write Functionally and Pragmatically? 69 3.3 Types of Functional-Pragmatic Writing Products 72 3.4 What Are the Key Requirements of Functional Writing? 73 CHAPTER FOUR 76 FUNCTIONAL-WRITING PRODUCTS 76 4.1 Introduction 76 4.2 Letters/E-mails (Formal and Informal) 77 4.3 Reports 84 4.4 Diary Entries 87 4.5 Memorandum (memo) 92 4.6 Note Taking 96 4.7 Curriculum Vitae (CV) 100 4.8 Written Explanations 102

Amalia NK Haikali

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Advice for students regarding Turnitin and AI writing detection

On 5 April 2023, Turnitin launched a new tool that identifies material that has potentially been written by artificial intelligence (AI) software (eg ChatGPT). The tool is in the early stages of development and is currently only available in staff view – this setting cannot be changed by the University.

How reliable is the tool?

This is an early release of the tool which the University has chosen to deploy so that we can thoroughly test it and actively provide input to Turnitin on its design.

The tool looks for English language patterns it scores as likely generated from an AI source and produces a conservative identification of AI written content. The scores per sentence and across groups of sentences assigned by the tool must collectively reach a high confidence threshold (98%) before they are flagged as likely having been written by AI.

This means that if the tool indicates that 40% of the overall text has been AI-generated, it is 98% confident that is the case. The University, along with others in the sector, are seeking more detail on the sensitivity and specificity of this model and how confidence intervals are calculated as well as conducting our own tests on its reliability. This information will be publicly shared as it becomes available.

What will the University do if the tool reports a high score for submitted work?

As with the similarity report generated by Turnitin, the result of the AI writing detector tool is a prompt for further investigation.

Should there be a suspicion that part or all of your submitted assessment has been produced using generative AI, you may be asked to explain your essay and argument (how you developed the argument, what sources you used, how you reached the conclusion you did), or to provide drafts or notes of early versions of the assessment.

The Turnitin AI writing detector is a new tool and has only been in use at the University since Semester 1, 2023. This may mean that the tool incorrectly identifies some assessments as having been produced by AI when they have not. Should you be asked to discuss or explain components of your assessment task, understand that this, alone, is not an accusation of academic misconduct. The AI writing detector score would not normally be used as the only evidence to raise an allegation of academic misconduct – but it might be one of several indicators.

When is it OK to use AI tools?

The acceptable use of AI will vary across disciplines, subjects, and assessment tasks. Your subject coordinator will provide this information, but it is your responsibility to check the assessment guidelines and relevant policies, and to understand what is expected of you. Resources on academic integrity are available to you through your subject’s LMS site, Academic Skills , and the Library .

If an assessment task does permit the use of AI tools and technologies in the preparation of the submission, this usage must be appropriately acknowledged and cited in accordance with the Assessment and Results Policy (MPF1326) .

If an assessment task does not permit the use of such tools, or if you use such tools in the preparation of an assessment submission without acknowledgement, this is academic misconduct. In accordance with the Student Academic Integrity Policy (MPF1310) , any student who commits academic misconduct is subject to the penalties outlined in the Schedule of Student Academic Misconduct Penalties .

As other tools to detect the use of AI become available, the University will consider adopting their use. Work submitted for assessment is subject to checking through these tools at any stage. This includes in the years following graduation, and the University has the right to amend marks or rescind degrees should academic misconduct be found at any stage.

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Essay Writing Competition winners announced

For the past seven years, Trinity College has been running an Essay Writing Competition in Indonesia and Vietnam. With over 500 students submitting essays in Indonesia and 570 in Vietnam, this year’s participants represented more than double the number of students entering the competition than in 2014.

The essays were generally of a very high calibre, with the winners being announced last month in ceremonies throughout the two countries. The prizes were scholarships to attend Trinity College’s Young Leaders Program.

Last month, Cindy Chandra from Trinity's Marketing team and Jo Wilson, a Trinity Drama academic, presented five full and four partial scholarships to students from Jakarta, Surabaya, Banding, Medan and Semarang schools.

Ben Waymire, also from Trinity's Marketing team, awarded five full and six partial scholarships to students attending schools in the following cities: Ho Chi Minh City, Hanoi, Hai Phong, Vung Tau, Bien Hoa, Vinh Phuc, Boum Ma Thuot and Thai Binh. These scholarships are funded by both Trinity College and the University of Melbourne.

The winners will join the Young Leaders Program in July 2016 for two weeks, with many students expected to present on their experiences to their school upon return.

The Essay Writing Competition has become a key profile-raising activity for Trinity College amongst our key overseas partner schools.

Trinity appreciates the time spent in submitting an essay by all participants this year, and warmly congratulates every scholarship recipient. We look forward to welcoming these students to Melbourne next July.

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• How to write an essay about a city? Writing an essay about Melbourne.
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HOW TO WRITE AN ESSAY ABOUT THE CITY OF MELBOURNE?

When it comes to writing essays, there are a lot of rules and guidelines that you need to follow. But what about when you're asked to write about your city? How do you go about doing that? Don't worry - we're here to help! In this blog post, we'll give you some tips on how to write an essay about Melbourne. So if you're looking for help getting started, keep reading! Naturally, a good essay writer online may write about any city as its own. Still, authenticity is the key factor when you write about your city. In the article, we will explore practical tips on how to make your essay more relevant.

explore the city you want to write about

What are the unique features of this city that make it interesting to you.

Any city has its own unique features that make it interesting to explore. When writing an essay about a city in Melbourne, it is important to focus on describing the aspects that make it such an interesting place to visit. This might include its history, architecture, culture, and any other distinguishing features. By highlighting what makes the city special, you can give your readers a fuller understanding of what it has to offer. In addition, be sure to describe your own personal connection to the city. Why is it that you find it so intriguing? What are some of your favorite things to do there? By sharing your own experiences, you can create a more personal connection with your readers and help them to see the city through your eyes. You may request essay writing help online to polish these impressions and build them in the body of the essay naturally. It is crucial not only to express your thoughts about the city but make them emphasize the essay thesis too.

How has the city changed over time, and what factors have contributed to these changes?

Over time, every city changes. Some changes are small, like a new building going up or a change in the types of stores in an area. Other changes are larger and more significant, like the city's population increasing or the introduction of a new public transportation system. No matter what the change is, there are always factors that contribute to it. In the case of Melbourne, some of the factors that have contributed to changes in the city include its growth as a tourist destination, its expanding population, and its ongoing development projects. You have to understand one thing to write an essay about this city it is not necessary to study it thoroughly. All you need is to ask for help from paper writing services . They will give you all the information you need, and in a short time you and an experienced writer will write an essay that will surprise everyone.

In addition to tourism, another factor that has contributed to changes in Melbourne is its population growth. The city's population has been steadily increasing for years, and this trend shows no signs of slowing down.

Problems you may encounter when writing an essay about the city of melbourne?

Another challenge when writing a city essay is finding an angle that hasn't been explored before. With so much already written about popular cities, it can be hard to find something new to say. One way to approach this is to focus on lesser-known aspects of the city; for example, you could write about its hidden gems or underrated neighborhoods. Use unconventional thinking and always remember once you have a good understanding of the city's story, you can start to narrow down your focus and figure out what you want to say about it. Always use the paper writing service in your studies. It will give you no time to waste and achieve a very good result. Remember that you do not have to be a professional writer to write a perfect essay. It is enough to use the services of professionals.

Always keep this in mind when you write an essay about a city

Cities are complex and dynamic places, full of contradictory sights and experiences. As such, it can be hard to narrow down your focus and find a single angle to approach the topic. It's important to choose a specific aspect of the city to focus on writing paper service say. Whether it's the architecture, the history, the culture, or the people, zeroing in on one particular subject will make it easier to create a coherent and well-rounded argument. Second, make use of all the senses when describing the city - don't just rely on visual images, but also include sound, smell, and even taste in your writing. Finally, don't forget to include your own personal experiences and observations in the essay. By mixing objective facts with your own subjective impressions, you'll create a richer and more nuanced portrait of the city that will resonate with readers.

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